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South View Primary

Geography Curriculum

Geography is a ‘world subject’ that can help young people make sense of their place in the world. (Geographical Association)


Our Geography curriculum inspires –

  • A love of/ passion for Geography.
  • Provide children with knowledge, skills and strategies.
  • Encourage outdoor learning through fieldwork and trips.
  • That allows them to develop the children's curiosity, fascination and respect about the world and its people that will remain with them now and for the rest of their lives.

Geography Implementation

  • At South View, Geography is taught in every year group, once a week.
  • Topics are blocked, to allow children to focus on developing their knowledge and skills, studying each topic in depth.
  • Our Geography curriculum is designed so that children start with ‘themselves’ and their local area before learning about the UK and the rest of the world.  
  • Location knowledge and map work are woven throughout all Geography topics.
  • We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills each year.
  • To support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous topics as well as previous lessons.
  • At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.
  • Children are given a knowledge organiser at the start of each topic which details some key information, dates and vocabulary. This is to support children with their acquisition of knowledge and is used as a reference document.
  •  Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained.
  • To support teaching, staff access a range of resources and planning including Oddizzi.
  • Effective use of educational visits and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Geography curriculum.
  • Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed.
  • Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it.
  • Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Geography curriculum.
  • Children are given clear success criteria in order to achieve the Learning Objective with different elements of independence.
  • Pupils are regularly given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.



The Early Years Foundation Stage Curriculum supports children’s understanding of geography, people and communities through the planning and teaching of ‘Understanding the World’. Children learn about features of their environment such as school, home, community and their city through first-hand experiences and learn how environments may differ through the sharing of books, stories, poems, small world play, role play and visits. Children enjoy the valuable experiences gained from our regular trips to places within their local community such as the library, Abbey, park and local shops. Children are given time to discuss, comment and ask questions about what they observe about the world around them and are encouraged to be active learners and explore their interests further.


Geography Impact

The impact of this curriculum design will lead to outstanding progress over time across key stages relative to a child’s starting point and their progression of skills. Children will therefore be expected to leave South View reaching at least age-related expectations for Geography. Our Geography curriculum will also lead pupils to be enthusiastic Geography learners, evidenced in a range of ways, including pupil voice and their work.